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History and Pedagogy of Mathematics (HPM)
The first international congress of mathematicians held in Rome is created, suggested by the mathematical historian David Eugene Smith. -
After the Second World War
After the creation, during the Second World War, of the international mathematical union, the ICMI is reconstructed as a commission of the IMU and its financing depends on this organism. -
Commission INTER-IREM
The research institute on mathematics education was born where it became one of the most active and essential actors in the field of education and didactics in this area. However, since its creation, it was based on three fundamental missions, which were: carry out research on the teaching of Mathematics; train teachers; disseminate the results of research in mathematics and its teaching. -
The meaning of the "Didactics of Mathematics"
Thanks to Guy Brousseau, a new scientific discipline emerged in France in the 1970s that studies the communication of knowledge and its transformations through epistemology and the production of knowledge, where its field of study corresponds to the phenomena that occur in society mathematics teaching related to their students, mathematical content and educational agents. -
Vinner, Tirosh y Almog
Through interesting examples, they support students' understanding of complex numbers and the concept of function. -
An historian of mathematics
Pepe described the various issues of the relationship between the history and the didactics of Mathematics, where he stated that these can be more autonomous, one from the other and can cooperate in the development and diffusion of mathematical culture. -
Conference in Essen
Jahnke and the other didactic historians meet to present their own contributions, starting from the basic question of the use of history in the teaching of mathematics, through the continuous dialogue in the history and pedagogy group. -
history lies in its contribution to general culture
Jahnke argues that mathematics is not considered as fundamental research in the integration and history of teaching, but rather its history lies in the contribution to general culture, even well beyond history, where the sciences by the way, they relate the fundamental, limited to the situations in which mathematics educators transpose didactics. -
Analysis of the different roles
Starting from the basic question of the use of history in the teaching of mathematics, Furinghetti tries to analyze, within the different aspects, the role of historians, mainly when it comes to interpreting and mediating sources in specific situations, suitable for a didactic transposition. . -
ICME 9
Horng and Ling, at the ICME 9 satellite meeting, discussed the role of history and mathematics education in predicting the interpretation of mathematics difficulties and the relevance of historical studies in the design and analysis of classroom activities. -
Successive analysis on the word “integration”
Furinghetti supports the idea of using history as a measure to follow the objectives of mathematics education, implying the development of an analysis of objectives together with the study of concept development according to the new perspectives and symmetries of the roles played by historians. and didactic.